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首页> 外文学位 >Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices.
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Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices.

机译：创建学习连续体：批判性地研究先验知识，户外教育和下一代科学标准学科核心思想和实践的交集。

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摘要

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.
机译：户外学校是俄勒冈州波特兰市的一种珍贵的教育传统。该计划的成功归因于其对情感和认知学生成果产生积极影响的假定能力。诸如户外学校之类的住宿计划被认为是课堂学习模型的重要补充，因为它们提供了真实的，内容丰富的学习环境。对相关文献的引用支持这样的观点，即在情感和认知领域中的学生学习是户外学习的多感官，愉快，动手性质的结果。这项研究的样本人群是来自俄勒冈州波特兰市学区的115位六年级学生。这项研究使用的是通用措施系统开发的仪器，该仪器是户外学校专业和计划开发项目的一部分，被管理给学生。由“共同措施”仪器测量的情感学生结果数据由形成性评估探针进行补充，该探针确定了植物定义的先验知识，并详细记录了实地研究指导课程内容的实地注释。本研究的第一部分研究了由于参加户外学校而导致的学生对科学态度的变化。第二部分介绍了植物实地研究中的户外学校教学如何与NGSS MS-LS学科核心思想和实践相一致。该研究的第三部分比较了植物实地研究中户外学校的教学方式和学生对定义与NGSS MS-LS DCI一致的植物的先验知识。该研究的目的是对参加户外教育计划对学生对科学态度的影响产生更细微的了解，并使用“下一代科学标准学科核心”促进教室和户外学校学习之间的连续性发展。想法和实践为框架。这项研究的结果旨在为户外教育计划的发展提供信息，增加现有的研究范围，并为未来的研究项目提供信息。

著录项

  • 作者

    Schlobohm, Trisha Leigh.;

  • 作者单位

    Portland State University.;

  • 授予单位 Portland State University.;
  • 学科 Science education.
  • 学位 M.S.T.
  • 年度 2016
  • 页码 107 p.
  • 总页数 107
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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